Date of Award:

5-2012

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Department name when degree awarded

Education

Committee Chair(s)

Gary S. Straquadine

Committee

Gary S. Straquadine

Committee

Steven O. Laing

Committee

Rebecca G. Lawver

Committee

Kimberly Lott

Committee

Ronda R. Menlove

Abstract

The objective of this study was to examine the experiences of instructional designers and professors during their efforts to develop online courses and to determine what effect their experiences had on the development process. Five professors and five instructional designers at Utah State University participated in this qualitative, single-case study. Participants were purposefully selected as matched pairs of development teams based on their respective levels of expertise in course development.

The ADDIE instructional design model was used as a conceptual framework to which emergent themes were aligned. ADDIE is an acronym for analysis, design, development, implementation, and evaluation. The key themes that emerged from participants’ responses were communication, commitment to quality online courses, commitment to building robust working relationships, mutual respect for one another’s time and talents, and satisfaction in working with online course development. Each of these themes was determined to have a positive effect on the process, while lack of time was reported as a detriment to the process.

The implication to managers and course developers was that efforts and resources dedicated to establishing and maintaining a workplace environment and culture of collaboration and cooperation, with common goals and mutual respect, are to be considered for their positive impact on productivity.

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3ae8dbebbd1ed84eb7fbd8e0384726fa

Comments

This work made publicly available electronically on May 10, 2012.

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